Course portfolio 2017-2018



English for Researchers


Instructor: Associate Professor Elena V. Orlova


The aim of the course is to help students to achieve target level of foreign language competence C1 (based on qualification scale of European Council). The foreign language competency should also be adapted for solving communicative tasks of the doctoral level in research and scientific area of communication in relation to business and management.

Objectives of the course and targeted outcomes include:

  • Achieving language knowledge in the field of scientific discourse, specific terminology at the level of C1;
  • Developing skills and competences in presenting research papers, conducting research discussion, processing and transforming research and scientific information, reading scientific literature, and writing research papers in accordance with C1 level.


Core literature

There is no compulsory textbook. Reading assignments are provided during the course and are adjusted to the topics of doctoral research.


Course length: 100 hours of classes



Philosophy and Histrory of Science


Instructor: Associate Professor Elena E. Chebotareva, Institute of Philosophy SPbSU


The aim of the course is to provide students with the knowledge on the main questions of modern philosophy of science (including philosophic questions of management theory as special field of socio-humanitarian area).

Objectives and targeted outcomes include:

  • Introduce main paradigms in philosophy of science, study main problems in philosophy of science, and in particular consider key philosophic questions in management theory$
  • Obtain skills of analysis of philosophic questions of modern scientific cognition, in particular related to theory and practice of management.


Course length: 100 hours of classes



Econometrics I


Instructor: Professor Nikolay Zubanov


Econometrics is about using statistical data to establish conclusions from research. The econometric method, together with qualitative research methods, forms the core of the methods used in business and management disciplines. Econometrics I is the first part of the econometrics curriculum at GSOM. In this course, students will be introduced to the basic toolkit of modern quantitative research, with extensions and example applications to a selection of studies published in top management journals. Students will also be given the opportunity to reflect on their dissertation topics.

The purpose of this course is to acquaint students with principles of econometrics and with the commonly accepted ways of applying these principles in empirical research. It is assumed that students have already completed an introduction to research methods and statistics.

The course has a strong focus on the process of conducting empirical research, and on interaction between students and the instructor. Upon a successful completion of this course, students will enhance their knowledge of the econometric method, which will enable them to start their own research on a sound methodological basis.


Core literature

  • Textbook: Wooldridge, J., Introductory econometrics: A modern approach. (any edition)
  • Davidson, R. & MacKinnon, J. G. 2004. Estimation and Inference in Econometrics. New York: Oxford University Press. 
  • Felin, T., Foss, N. J., & Ployhart, R. E. 2015. The microfoundations movement in strategy and organization theory. The Academy of Management Annals, 9: 575–632.
  • Ichniowski, C., & Shaw, K. K. 2012. Insider econometrics: Empirical studies of how management matters.” In R. Gibbons & J. Roberts (Eds.) The Handbook of Organizational Economics: 263-312. Princeton: Princeton University Press.


Course length: 20 hours of classes



Benchmarking Methods in Management Studies


Instructor: Associate Professor Yury V. Fedotov


Benchmarking is one of the most popular and widely used management tools. Its basis is a measurement of the quality of an organization's policies, products, programs, strategies, etc., and their comparison with standard measurements, or similar measurements of its peers. As far as the benchmarking objectives are: (1) to determine what and where in organization improvements are called for; (2) to analyze how other organizations achieve their high performance levels; and (3) to use this information to improve organizational performance, – it is highly relevant for management research. The purpose of this course is to enrich doctoral students with knowledge of advanced methods and techniques of quantitative analysis applied for benchmarking the units in a sample.

Frontier Analysis is a method of economic modeling. It has its starting point in the seminal work on the approach to the efficiency measurement problem developed by M. Farrell (1957). In empirical studies, the Farrell’s canonical approach to the efficiency measurement employs quantitative methods either of Stochastic Frontier Analysis (SFA) or Data Envelopment Analysis (DEA).

The SFA is built upon parametric models describing organization’s performance (typically, operation of production unit), hence, is based on the estimation of a frontier function which is either a production function indicating the maximum attainable output given the particular inputs, or cost function ascribing the minimum cost of producing given output under certain factor prices. It refers to a body of statistical analysis techniques used to estimate production or cost functions in economics, while explicitly accounting for the existence of organization’s inefficiency. The SFA is widely used to estimate the organization’s individual efficiency scores. The basic idea is splitting of an additive error term into components: a noise and an inefficiency term. Then, any lower performances can be traced back to random noise (it is beyond the managers’ control) and inefficiency (it is related to omissions in utilization of technological opportunities).

DEA employs non-parametric models of organizational performance. DEA is a linear programming based technique for measuring the relative performance of organizational (production) units termed as decision-making units (DMU) where the presence of multiple inputs and outputs makes comparisons difficult. DMU can be of any kind: manufacturing units, a set of schools, banks, hospitals, power plants, police stations, prisons, a set of firms etc. DEA involves the use of linear programming methods to construct a non-parametric piece-wise surface (or frontier) over the data. Efficiency measures for DMU’s performance are then calculated relative to this surface which can be constructed either in output or input space.

A flexible interactive decision support system (DSS) APIS (APIS – Aggregated Preference Indices System) is an instrumental tool for decision-making under uncertainty. This system is a computer realization of Aggregated Indices Method (AIM). Logical structure of APIS relies on its ability to work with non-numerical (ordinal), inexact (interval) and incomplete information. It allows ranking of the alternatives with regard to the decision-maker’s preferences, thus, to benchmark the units in a sample.


Core literature


Course length: 20 hours of classes



Introduction in Research Methods in Management


Instructor: Associate Professor Maria M. Smirnova


The goals of the course include development of the skills of autonomous research activities in line with selected direction of research; preparing academic papers, including final thesis.

The abovementioned goals are achieved by solving the structuring the course according to the following objectives:

- Building skills and competences in identifying research goals and area, understanding basic conditions for theoretical and empirical work in the selected area of studies;
- Building skills and competences of formulating research questions and/or hypotheses, matching methodology to formulated goals and research questions;
- Improving skills of public presentation of research design and results, research debate and discussion;
- Using theoretical tools of analysis of specific research cases


Core literature

  • Suddaby, R. (2015) Editor’s comments: Why theory? Academy of Management Review, 40 (1), 1-5. 
  • Byron, K. & Thatcher, S. M. B. (2016) Editor’s comments: ”What I know now that I wish I knew then” – Teaching theory and theory building. Academy of Management Review, 41 (1), 1-8. 
  • Cornelissen, J. (2017). Editor’s comments: Developing propositions, a process model, or a typology? Addressing the challenges of writing theory without a boilerplate. Academy of Management Review, 42 (1), 1-9.


Course length: 20 hours of classes


Case-based Method in Management Research


Instructor: Professor Galina V. Shirokova


Qualitative methods, particularly case studies are a popular research strategy used in business and management disciplines. Yet the researcher is faced with a complex set of choices when planning and undertaking a case study. In this advanced course, Doctoral students will be introduced to current debates on case study methodology, key considerations for case researchers during the research process and contrasting perspectives on how the quality of case research should be evaluated. Doctoral students will also be given the opportunity to reflect on and enhance their own research practice.

The purpose of this course is to introduce doctoral students to the diversity of ways of conducting case study research and to improve their own research practice. As an advanced course on qualitative research, it is assumed that students have already completed an introduction to research methods.

The course has a strong focus on the process of conducting case studies which necessitates interaction with fellow students and instructor over course duration. After this course, the doctoral student will be able to evaluate case research with increased confidence and enhance his/her own case study design.


Core literature

  • Yin R.K. 2014. Case Study Research: Design and Methods.  5th Edition. Thousand Oaks, CA: SAGE Publications, Inc.


Course length: 15 hours of classes


Theory Building in Management Research


Instructor: Associate Professor Jaume Villanueva


This seminar focuses on problem formulation, theory building and research design. It is intended for doctoral students in the social and behavioral sciences conducting research on managerial and organizational problems.

The goal of the seminar is to provide students with insight into how to develop a substantive research proposal, one that includes a meaningful research problem that is grounded both in theory and in reality, a well-developed theoretical framework that is well-argued and that directly addresses the research problem, and a well-crafted research design that clearly spells out the key elements of process or variance research models and the appropriate units of analysis.

The overarching framework adopted in the course is that of “engaged scholarship” (Van de Ven, 2007), which has as its aim to develop research that rigorously advances theory, but that is also grounded in reality, helping solve, or illuminate, relevant problems or questions experienced by actual people and organizations. The engaged scholarship approach is only an organizing framework, but one that is helpful to think through issues of problem formulation and theory building.

To achieve this goal, students will engage in a number of class activities, including class-time discussions, presentations, readings and the completion of deliverable assignments (not mandatory). The goal of these short deliverables (max. 2 pages) is to provide students with an outcome-based objective of practical implications, as students can use these exercises to hone-in aspects of their dissertations or to develop papers that can be submitted to journals or conferences.


Core literature

  • Van de Ven, A. H. 2007. Engaged scholarship: A guide for organizational and social research. Oxford University Press: Oxford, UK. 


Course length: 15 hours of classes



Research Papers Writing and Publishing


Instructors: Associate Professor Marina O. Latukha


Publishing academic papers is the final stage of research work of the doctoral student, and it defines the level of his/her research competence. Writing academic articles can be described as a process with consistent steps following which the doctoral student increases the probability for paper acceptance. Publishing academic papers based on context preparation, the choice of outlet (journal), strategy and tactics of interaction with editors and reviewers while submission process.

The aim of the course is to learn the main stages of preparation, submission and publishing processes in leading academic journals. The course suggests that each doctoral student attending the class will be able critically review academic articles content and structure, paper introduction, theoretical discussion, methodological section, results and discussion part, and conclusion. Besides, the doctoral students will prepare and submit in the journal from ABS list at least one academic paper based on the PhD research topic.


Core literature

  • Barbara Gastel, Robert A. Day. 2016. How to Write and Publish a Scientific Paper, ABC CLIO, California, USA


Course length: 20 hours of classes



Contemporary Economics: Methods and Application


Instructor: Senior Lecturer Maxim A. Storchevoy, Associate Professor Natalia P. Drozdova


The purpose of this course is to provide doctoral students with a deep and systematic review of methods and approaches of contemporary economic theory which may be highly relevant for management research.

Contemporary economics (and social science in general) is characterized by incredible diversity of cross-discipline approaches with overlapping names and frameworks. An important focus of this course will be on systematization of this diversity and helping doctoral students to build a comprehensive view of contemporary economic science.

Another focus of this course is to explore possibilities of using alternative methodological ideas and frameworks (e.g. experimental economics, evolutionary theory, game theory, network theory, etc.) in empirical research of economic phenomena with potential applicability to research in management.

The main outcome of the course: after its completion it should be absolute clear for the doctoral student what methods and frameworks of contemporary economics may be productively applied in one’s doctoral thesis and future research.

Some areas of contemporary economics (e. g. macroeconomic research, international economics, etc.) will not be reviewed in this course because of their limited applicability to management research.


Core literature

  • Altman, M. 2015. Handbook of Contemporary Behavioral Economics: Foundations and Developments. Routledge.
  • Bramoullé, Y., Galeotti, A., Rogers, B. (Eds.). 2016. The Oxford Handbook of the Economics of Networks. Oxford University Press.
  • Furubotn, E. G., Richter, R. 2005. Institutions and Economic Theory: The Contribution of the New Institutional Economics. University of Michigan Press.
  • Glimcher, P. W., Fehr, E. (Eds.). 2013. Neuroeconomics: Decision Making and the Brain. Academic Press.
  • Smelser, N. J., Swedberg, R. (Eds.). 2010. The Handbook of Economic Sociology. Princeton University Press.
  • Van Raaij, W. F., van Veldhoven, G. M., Wärneryd, K. E. (Eds.). 2013. Handbook of Economic Psychology. Springer Science & Business Media.


Course length: 40 hours of classes



Contemporary Theory of Organization and Management


Instructor: Lecturer Karina A. Bogatyreva


The purpose of this course is twofold. First, it aims at making doctoral students acquainted with a selected range of management and organization theories. Second, it is designed to develop critical thinking with regards to proposed theoretical frameworks as well as academic written pieces per se via leading academic discussions and participating in them.


Course length: 30 hours of classes



Econometrics II


Instructor: Professor Nikolay Zubanov


This course offers a more in-depth treatment of some of the topics in Econometrics I, such as linear regression and binary choice models, as well as introduces students to the new topics of panel data, truncated and censored regression models, and experimental econometrics. Theories and methods related to the above topics will be illustrated with their empirical applications. A successful completion of the course will help students understand the methods used in modern empirical literature in management and other social sciences. The course will also complement Econometrics I in equipping students with the toolkit necessary to carry out their own empirical research at an appropriate level.

Communications with the course professor about own research topics during the course and beyond are encouraged. Time will be made available for presentations of individual research projects at the end of the course, if there is a demand for this. Stata software will be used for illustration of how the estimation techniques learned during the course can be implemented in practice.


Core literature

  • Textbook: Cameron, C. and Trivedi, P.K. (2005) Microeconometrics: methods and applications. Cambridge University Press. 


Course length: 40 hours of classes



Contemporary Research in Management (elective discipline on the 2nd year) 

Participation in Doctoral colloquium in the framework of GSOM annual conference “Emerging Markets Conference” 


The purpose of this course is to extend knowledge of doctoral student in the field of management theory and main research methods in management. The course has a strong focus on reviewing of seminal papers and recent publications in top ranked peer-reviewed academic journals, demonstrating conceptual approach to conducting research using state-of-the-art methods in the field of management. 


Course length: 10 hours of classes

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